Would higher salaries keep teachers in high-poverty schools?
Subtitle: evidence from a policy intervention in north carolina
By: Charles Clotfelter, Elizabeth Glennie, Helen Ladd, Jacob Vigdor
Contributors: Glennie, Elizabeth; National Bureau of Economic Research
Series: NBER working paper series -- working paper 12285; Working paper series (National Bureau of Economic Research : Online) -- working paper no. 12285.
Publisher: National Bureau of Economic Research
Published: 2006
Place of publication: Cambridge, MA
Language: eng
Format: [electronic resource]
Description: "For a three-year time period beginning in 2001, North Carolina awarded an annual bonus of $1,800 to certified math, science and special education teachers working in high poverty or academically failing public secondary schools.  Using longitudinal data on teachers, we estimate hazard models that identify the impact of this differential pay by comparing turnover patterns before and after the program's implementation, across eligible and ineligible categories of teachers, and across eligible and barely-ineligible schools.  Results suggest that this bonus payment was sufficient to reduce mean turnover rates of the targeted teachers by 12%.  Experienced teachers exhibited the strongest response to the program.  Finally, the effect of the program may have been at least partly undermined by the state's failure to fully educate teachers regarding the eligibility criteria.  Our estimates most likely underpredict the potential outcome of a program of permanent salary differentials operating under complete information"--National Bureau of Economic Research web site.
Notes: Title from PDF file as viewed on 6/14/2006.

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